CPW4U - Grade 12 Canadian and International Politics

Grade 12 Canadian and International Politics image
Course Code: CPW4U Course Type: University Preparation Format: Online School Course Prerequisite: Any Grade 11 or 12 university (U) or university/college (M) preparation course in Social Sciences and Humanities, English, or Canadian and World Studies. Tuition Fee (CAD): $549 Demo Lesson

Course Description For CPW4U Grade 12 Canadian and International Politics Online Course

This course allows students to investigate political issues, events, and developments of both national and international importance, developing and communicating informed opinions about them. They will explore political decision-making and the ways in which various individuals, groups, and institutions address political issues both within Canada and internationally.

Summary Of Units And Timelines For Grade 12 Canadian and International Politics CPW4U

Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the CPW4U course profile.

Unit OrderUnit NameSuggested Time
Unit 1Introduction to Politics25 Hours
Unit 2Government and the Political Process25 Hours
Mid Semester Point
Unit 3Canada and the International Political System25 Hours
Unit 4Issues and Answers: National and International Politics in Practice25 Hours
Unit 5Independent Study Project
ISU Research Report (ongoing)
10 Hours
Total110 Hours

Please be aware that, as per Ministry guidelines, OVS has a mandatory minimum requirement of 14 days enrollment for students to be eligible for a midterm report card and 28 days enrollment to be eligible for a final report card.

Effective learning in all subjects of the social sciences and humanities curriculum depends on the development of skills and understanding in four areas:

  • Disciplined Inquiry and Critical Literacy: Social sciences and humanities courses focus on the use of disciplined, structured inquiry to understand human beings, human behaviour, and human nature. These courses promote the use of reason as part of the structured inquiry process, while also recognizing the limitations of reason as a way of learning, knowing, and understanding. They encourage students to identify and question assumptions and values that underlie individual behaviour and family and social/cultural life. Developing their critical literacy skills enables students to challenge texts, reading “underneath, behind, and beyond” texts and questioning how they influence us and others and whose interests they serve.
  • Problem Solving: Social sciences and humanities courses require students to engage actively in solving problems confronted by individuals, families, diverse groups, institutions, and societies. The problems that students confront in these courses vary from the abstract and theoretical to the everyday and concrete. These problems are often morally and politically complex, with solutions that are sometimes controversial because they affect diverse individuals and groups differently.
  • Understanding of Self and Others: Students in social sciences and humanities courses are provided with rich opportunities to enhance their self-understanding and understanding of others through an examination of their personal belief systems and also of the foundations and implications of different viewpoints and lived experiences of others. Through a juxtaposition of their own perceptions, attitudes, values, and beliefs with those of others, students develop an understanding and appreciation of the contexts through which their own and others’ world views are formed.
  • Local and Global Mindedness: Social sciences and humanities courses develop students’ awareness that people do not live in isolation; each person affects and is affected by his or her social, cultural, economic, and environmental context. Students examine the norms underlying different familial, societal, institutional, and cultural practices. Students are encouraged to be mindful of their responsibilities with respect to the environment and of the importance of making morally and ethically responsible decisions. Students explore how theories and concepts can influence social action, and how such action can affect the well-being of individuals, families, and communities throughout the world.

Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.

As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course.

This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations.

A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

  • Address both what students learn and how well they learn
  • Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
  • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning
  • Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students
  • Are fair to all students
  • Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan
  • Accommodate the needs of students who are learning the language of instruction
  • Ensure that each student is given clear directions for improvement
  • Promote students’ ability to assess their own learning and to set specific goals
  • Include the use of samples of students’ work that provide evidence of their achievement
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement chart outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

  • Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
  • Thirty percent of the grade will be based on a final evaluation and administered towards the end of the course.

All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners.

Examples of accommodations (but not limited to) include:

  • Adjustment and or extension of time required to complete assignments or summative tasks
  • Providing alternative assignments or summative tasks
  • Use of scribes and/or other assistive technologies
  • Simplifying the language of instruction

Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.

Reference: Social Sciences and Humanities, The Ontario Curriculum, Grades 9 to 12, 2013 (Revised) Ministry of Education of Ontario

Ontario Secondary School Diploma (OSSD) Requirements for all course.


Frequently Asked Questions

CPW4U is a Grade 12 Canadian and International Politics course at a University preparation level.

4U refers to the Grade level of the courses and the pathway. 4 means it is a grade 12 course and U means it is a university preparation course.

Click here for more information on Course Coding System

Prerequisite: Any Grade 11 or 12 university (U) or university/college (M) preparation course in Social Sciences and Humanities, English, or Canadian and World Studies.

Click here for more information on Ontario secondary curriculum and their prerequisites

At Ontario Virtual School (OVS) you can complete an online highschool credit courses as quickly as 4 weeks, or take as long as 12 months.

Yes, we can send the marks for your online courses directly to OUAC, OCAS, your home, and to your day school.

Student & Parent Recommendations

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Neha Mahboob
Ontario Virtual School was worthy of taking private online school for! I got a 93% by the end and I have learnt a LOT through the tutorials and experiences on the projects/assignments. The teachers always give a constructive criticism feedback and tell you in what ways to improve for better. If you ever have Mr. Lakhani or Mr. Murphy as your teacher, without a doubt you'll have a great learning experience and be successful by the end of the course!!! :) Not to mention, I got into the university I wanted!
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Jackshen lo
I fully enjoyed the online learning experience of studying at my own pace and the flexibility of time. Teachers are kind and reply in a timely manner.
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Alvina Hussain
I had an excellent experience with OVS. The teachers were kind, understanding and guided me throughout my courses when I needed the assistance. I am definitely going to sign up again !!
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Lisa Marie Dugec
I was having difficulty at school with my time management of schoolwork and my responsibilities outside of school such as sports. My mom and I decided to switch to online schooling through this program and I was able to finish courses with even higher averages because the time I could study and do tests was very flexible. You can go at your own pace and the teachers offer a lot of help, and reply to you very quickly with the best answers to any of your questions. I highly recommend doing your schooling through Ontario Virtual School, I recommended it to my friend and she is doing great in her functions course as well! I’d recommend it to any athletes or anyone that has certain responsibilities outside of school because you can accommodate it to your schedule, and you have a longer time period to finish the course!
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sasha samaroo
Ontario Virtual School provided clear and understanding lessons and also gave me the perfect opportunity to complete my course at a steady pace. Highly recommended
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Detective
I was initially skeptical of online learning, especially after not being in high school for so long. However I was pleasantly surprised by how well the course delivered its content as I felt the combination of slides, recordings, quizzes, and embedded videos really kept me engaged. The only shortcoming personally was the assigned readings that followed the lessons as I felt it was relatively easy to get distracted in a home environment. I do however believe this is less the fault of the course and more of a personal issue for myself. The quality of the labs and tests were definitely well thought out and I had no issues with them. I'd also like to thank my instructor for being a very helpful during this course, being there to help and answer my questions and even going as far as to let me have the opportunity to redo a lab I had botched.